The chapters in this book represent a cross-section of research conducted in inquiry-based science education at primary levels of schooling in international contexts that include school settings in Australia, India, Singapore, South Africa, Turkey, Northern Ireland, and the United States.
The chapters in this book represent a cross-section of research conducted in inquiry-based science education at primary levels of schooling in international contexts that include school settings in Australia, India, Singapore, South Africa, Turkey, Northern Ireland, and the United States. The book includes empirical studies on the role of inquiry-based learning in advancing students’ conceptual understanding and modelling proficiency, students’ understandings about the nature of scientific inquiry, classroom studies on teachers’ enactment of inquiry-based learning, teachers’ facilitation of classroom discourse for inquiry-based learning, and co-teaching in developing teachers in adopting an inquiry-based pedagogy. It was originally published as a special issue of the journal Education 3–13.
Introduction: Inquiry-Based Science Education in Primary Schools
1.
South African primary school learners understandings about the nature of
scientific inquiry
2. Indian pre-service teachers conceptualisations and
enactment of inquiry-based science education
3. Primary school pre-service
teachers enactment of inquiry-based-science teaching
4. The relationship
between teachers support of literacy development and elementary students
modelling proficiency in project-based learning science classrooms
5.
Promoting senior primary school students understanding of particulate nature
of matter through inquiry instruction with multiple representations
6.
Fostering senior primary school students understanding of climate change in
an inquiry-based learning environment
7. Primary teacher educators practices
in and perspectives on inquiry-based science education: insights into the
Australian landscape
8. A coteaching model for developing pre-service
teachers practice and confidence in teaching primary science through inquiry
9. A knowledge building approach to primary science collaborative inquiry
supported by learning analytics
Garima Bansal is Research fellow at Australian Council for Educational Research. Her research interests include education assessment, science and mathematics education, and teacher education. She has received several international awards from renowned academic bodies such as the International Association of Education Assessment, American Evaluation Association, and British Educational Research Association.
Umesh Ramnarain is Professor in Science Education, and Head of Department in Science and Technology Education at the University of Johannesburg, South Africa. His main research interest is on inquiry-based science education, with a particular focus on its uptake in South African classrooms, where the unequal funding policies of the previous Apartheid education system have resulted in learning contexts that are complex and diverse.
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